Creative practice as a tool to build resilience to natural hazards in the Global South

Abstract. If you are a geoscientist doing work to achieve impact outside academia or engaging different audiences with the geosciences, are you planning to make this publishable? If so, then plan. Such investigations into how people (academics, practitioners, other publics) respond to geoscience can use pragmatic, simple research methodologies accessible to the non-specialist or be more complex. To employ a medical analogy, first aid is useful and the best option in some scenarios, but calling a medic (i.e. a collaborator with experience of geoscience communication or relevant research methods) provides the contextual knowledge to identify a condition and opens up a diverse, more powerful range of treatment options. Here, we expand upon the brief advice in the first editorial of Geoscience Communication (Illingworth et al., 2018), illustrating what constitutes robust and publishable work in this context, elucidating its key elements. Our aim is to help geoscience communicators plan a route to publication and to illustrate how good engagement work that is already being done might be developed into publishable research.

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“…Collections of case studies and vignettes (e.g. Van Loon et al, 2020) are also used to elicit data from participants in the research.…”

Section: Methods For Data Collectionmentioning

confidence: 99%

Editorial: Geoscience communication – planning to make it publishable

et al. 2021

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“…Edited videos play an increasingly important role in informal education and are popular worldwide (Thomson et al, 2014;Welbourne and Grant, 2015;Wijnker et al, 2019;Vega and Robb, 2019). YouTube is the main platform for these and has about 2 billion users every month (Welbourne and Grant, 2015;YouTube, 2021).…”

Section: Geologic Events and Geoscientific Outreachmentioning

confidence: 99%

“…Video makers may need to use more time to reply to comments and share more information in an effort to respond to negative comments (Takahashi et al, 2015;Jones, 2020;Lacassin et al, 2020). It may be useful to share some resilience knowledge (Van Loon et al, 2020) or hazard simulation games (e.g., Kerlow et al, 2020) to help these viewers.…”

Section: Limitationsmentioning

confidence: 99%

“…Most difficulties related to communicating geoscience mentioned above can be overcome with videos and animations (Wijnker et al, 2019;Ploetzner et al, 2020) and by integrating psychological designs into repeatable educational units (Goldberg et al, 2019;Greussing et al, 2020;Mayer, 2021). Moreover, research has shown that YouTube videos can involve large numbers of people who are interested in important geoscience issues such as climate change (Zavestoski et al, 2006;Askanius and Uldam, 2011;Krauss et al, 2012;Stewart and Nield, 2013;Van Loon et al, 2020). Videos also have the advantage of being organizable into YouTube channels, where they are more easily found to be used for teaching and learning in diverse environments (Welbourne and Grant, 2016;Maynard, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Geonews: timely geoscience educational YouTube videos about recent geologic events

et al. 2022

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Abstract. Geologic events like volcanic eruptions, earthquakes, and tsunamis hurt nearby people and stimulate the curiosity of people farther away, thus providing opportunities to engage the public to be more interested to learn about Earth processes. Geoscientists are increasingly using social media such as Twitter to explain to the public what caused these events, and videos provide an especially vivid way to reach this audience. However, it is still unclear how to create, evaluate, and disseminate videos on timely natural events to communicate geosciences. To address this challenge and opportunity, we analyzed the impact of 33 short geoscience educational (GeoEd) videos that we created and posted on YouTube between 2018 and 2020. These include 12 videos on timely geologic events (denoted Geonews videos) and 21 videos that are not specially about timely geologic topics (denoted General GeoEd videos), all of which were similarly advertised and have similar lengths. By comparing the performance of the Geonews and General GeoEd videos, we conclude the following points: (1) the YouTube audience is consistently interested in Geonews videos, but some General GeoEd videos are more popular; (2) Geonews videos may trigger more meaningful dialogues than General GeoEd videos, especially for local audiences; (3) the “golden period” of Geonews videos engaging YouTube audiences is within 3 weeks after posting; (4) the Geonews audience tends to be younger and more diverse than the General GeoEd video audience; (5) creating Geonews videos can be a promising strategy for geoscientists to engage public audiences on YouTube-like social media.

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“…Video makers may need to use more time to reply to comments and share more information in an effort to respond to negative comments (Takahashi et al, 2015;Jones, 2020 al., 2020). It may be useful to share some resilience knowledge (Van Loon et al, 2020) or hazard simulation games (e.g. Kerlow et al, 2020;Hawthorn et al, 2021) that can better prepare them in a casual 395 environment.…”

mentioning

confidence: 99%

Geonews: Timely Geoscience Educational YouTube Videos about Recent Geologic Events

Wang

Clowdus

Sealander

et al. 2021

Preprint

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Abstract. Geologic events like volcanic eruptions, earthquakes, and tsunamis hurt nearby people and stimulate the curiosity of people farther away, thus providing opportunities to engage the public to be more interested to learn about Earth processes. Geoscientists are increasingly using social media such as Twitter to explain to the public what caused these events and videos provide an especially vivid way to reach this audience. However, it is still unclear how to create, evaluate and disseminate videos on timely natural events to communicate geosciences. To address this challenge and opportunity, we analyzed the impact of 33 short geoscience educational (GeoEd) videos that we created and posted on YouTube between 2018 and 2020. These include 12 videos on timely geologic events (Geonews videos) and 21 videos that are not specially about timely geologic topics (General GeoEd videos), all of which were similarly advertised and have similar lengths. By comparing the performance of the Geonews and General GeoEd videos, we conclude: 1) The YouTube audience is consistently interested in Geonews videos but some General GeoEd videos are more popular; 2) Geonews videos may trigger more meaningful dialogues than General GeoEd videos, especially for local audiences; and 3) The ‘golden period’ of Geonews videos engaging YouTube audiences is within 3 weeks after posting. 4) The Geonews audience tends to be younger and more diverse than the General GeoEd video audience. 5) Creating Geonews videos can be a promising strategy for geoscientists to engage public audiences on YouTube-like social media.

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Creative practice as a tool to build resilience to natural hazards in the Global South

Cited by 15 publications

References 109 publications

Editorial: Geoscience communication – planning to make it publishable

Editorial: Geoscience communication – planning to make it publishable

Geonews: timely geoscience educational YouTube videos about recent geologic events

Geonews: Timely Geoscience Educational YouTube Videos about Recent Geologic Events

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